Teachers’ Supervisory Practices, Learners’ Readiness and Work Immersion Skill

Chatty S. Ebon

doi:10.36948/ijfmr.2026.v08i03.80078

Teachers’ Supervisory Practices, Learners’ Readiness and Work Immersion Skill

Author(s)	Chatty S. Ebon
Country	Philippines
Abstract	This study examined teachers’ supervisory practices, learners’ readiness, and work immersion skill in public secondary schools in the Schools Division of Antique, Philippines, for the school year 2025-2026. The respondents were 234 randomly selected teachers from senior high schools. Using a descriptive research design, the study considered teachers’ supervisory practices, learners’ readiness, and work immersion skill as dependent variables, while highest educational attainment, position, length of teaching experience, school size, and track served as independent variables. Data were collected through validated questionnaires based from prior studies. Descriptive statistics, including frequency, percentage, and mean, were used, while inferential statistics involved t-tests, ANOVA, and Pearson’s r, with significance set at .05 using SPSS. Findings revealed that teachers’ most common supervisory practices included offering guidance and support to address work immersion challenges, conducting meetings to discuss issues and gather feedback, and disseminating important information to learners. The level of learners’ readiness and work immersion skill were “Very High” overall and when respondents were classified by highest educational attainment, position, length of teaching experience, school size and track. No significant differences were found in teachers’ supervisory practices when grouped by highest educational attainment, position, length of teaching experience, school size and track. Similarly, the level of learners’ readiness and work immersion skill did not differ significantly across teachers’ position, length of teaching experience, school size and track, although significant differences emerged based on teachers’ highest educational attainment. Furthermore, teachers’ supervisory practices showed non-significant relationships with both learners’ readiness and work immersion skill, whereas learners’ readiness was significantly related to their work immersion skill.
Keywords	teachers’ supervisory practices, learners’ readiness, work immersion skill
Field	Sociology > Education
Published In	Volume 8, Issue 3, May-June 2026
Published On	2026-06-01
DOI	https://doi.org/10.36948/ijfmr.2026.v08i03.80078

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Teachers’ Supervisory Practices, Learners’ Readiness and Work Immersion Skill

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